The Basics, Goals and Principles of Students\' Religious Education Based on the Acceptance of the Hermeneutic Circulation between Thoughts, States and Sctions in Transcendental Philosophy

The main purpose of this paper is to achieve a new and more comprehensive reading of transcendental philosophy in terms of the relationship between the components of thoughts, states, and actions, as well as how it affects the consequences of the religious education model. In the common view, man’s thoughts affect his states, and his states affect his actions. It seems that in the above perception, which is the dominant opinion, the relationship between the thoughts, states and actions is one-sided and linear, and subsequently, it tends to highlight the theoretical classes and emphasis on educational content which has not yielded valuable results yet. This paper investigates the Mulla Sadra’s view on the main question ‘What educational implications does Mulla Sadra’s anthropological view of the relationship between thoughts, states, and actions provide in terms of the basics, goals, and principles of religious education?’ Since the philosophical studies are mainly of theoretical nature, this study seeks to refer to Mulla Sadra’s works including Asfar Arbaʻa, al-Mabda’ wal-Maʻad, Rasa’il Falsafi, Shawahid al-Robubiyya, Kasr Asnam Jahiliyya, Tafsir Quran Karim, and the exposition written for his works, such as Rahiq Makhtum, (Jawadi Amoli), and the Persian exposition of Asfar (Hassan-zada Amoli) to find the goal and the principles of religious education through the philosophical analogy and Frankena’s inferential method. The results of this research revealed that Mulla Sadra believed in the interaction of each of the three aforementioned components and in other words, believed in the Hermeneutics Circulation between the three components of thoughts, states and actions. Thus, in transcendental philosophy, not only the linear view has not been weighted, but the multifaceted effects of the components and the promotion of human existence in this increasing course are emphasized. According to such attitude, the basics, goals and principles of religious education considered by Mulla Sadra, instead of cognitive and one-sided education, emphasizes the multifaceted education